MGMT90140 Management Competencies
The Complete Study & Assessment Guide · S2 2026MGMT90140 Overview
- Faculty of Business and Economics
- Semester 2, 2026
- Postgraduate coursework
- Graduate management subject
MGMT90140 Management Competencies develops self-awareness, relationships, influence, communication, motivation, creativity, collaboration, conflict and career growth. It is taught within Faculty of Business and Economics. It is Postgraduate coursework.
- MGMT90140 grading Mission statement 5% · Competence assessment 20% · Team case 30% · Feedback 5% · Reflection 40%
- MGMT90140 development cycle Use self-assessment, observer feedback, deliberate practice and later performance evidence together.
- MGMT90140 reflection test A completed activity is not proof of competence development without changed behaviour or feedback.
- MGMT90140 rule check Confirm all current component-level pass requirements in the live LMS.
How MGMT90140 is assessed
| Component | Weight | Format |
|---|---|---|
| Personal mission statement exercise | 5% | Individual developmental exercise |
| Competence assessment | 20% | Individual self- and observer-assessment task |
| Team business case report | 30% | Team report and video presentation |
| Feedback-giving exercise | 5% | Team feedback on another presentation |
| Critical reflection | 40% | Individual reflection on competence development |
The current Subject Guide publishes five weighted components totalling the full grade. Live LMS instructions and rubrics control their operation.
What MGMT90140 covers
The sequence opens at Self-Awareness and Competence Evidence, develops its central analytical shift in Persuasion and Influence, and closes with Conflict, Change and Career Growth.
Self-Awareness and Competence Evidence
Self-Awareness · Competence · Multi-Source Feedback · compare self-perception with observer evidence to select a development focusDefine Self-Awareness
The course material gives this chapter a concrete anchor: The opening session links self-awareness methods to competence evidence and the later individual assessment.
- Self-Awareness
- Competence
- Multi-Source Feedback
- Applying Self-Awareness
- Limits of Competence and Multi-Source Feedback
Self-Improvement and Deliberate Development
Development Goal · Deliberate Practice · Feedback Loop · turn a broad intention into a feasible practice and review cycleDefine Development Goal
The course material gives this chapter a concrete anchor: The session treats self-improvement as a planned cycle of goal choice, practice, feedback and adjustment.
- Development Goal
- Deliberate Practice
- Feedback Loop
- Applying Development Goal
- Limits of Deliberate Practice and Feedback Loop
Professional Relationships and Networks
Professional Relationship · Network Tie · Reciprocity · map relationship quality and network structure before choosing how to seek or offer supportDefine Professional Relationship
The course material gives this chapter a concrete anchor: The session distinguishes relationship quality from network position and asks how professionals build and maintain useful connections.
- Professional Relationship
- Network Tie
- Reciprocity
- Applying Professional Relationship
- Limits of Network Tie and Reciprocity
Power and Organisational Politics
Power · Dependence · Organisational Politics · diagnose power through resources and dependence before judging political behaviourDefine Power
The course material gives this chapter a concrete anchor: The session connects power sources, dependence and political activity in organisational settings.
- Power
- Dependence
- Organisational Politics
- Applying Power
- Limits of Dependence and Organisational Politics
Communication and Feedback
Communication Channel · Active Listening · Developmental Feedback · match message, channel and listening behaviour to a feedback purposeDefine Communication Channel
The course material gives this chapter a concrete anchor: The session develops communication competence and prepares students to give feedback that another team can use.
- Communication Channel
- Active Listening
- Developmental Feedback
- Applying Communication Channel
- Limits of Active Listening and Developmental Feedback
Persuasion and Influence
Persuasion · Influence Tactic · Audience Evidence · design an influence attempt around the audiences evidence and decision conditionsDefine Persuasion
The course material gives this chapter a concrete anchor: The session connects audience analysis, persuasive communication and influence tactics.
- Persuasion
- Influence Tactic
- Audience Evidence
- Applying Persuasion
- Limits of Influence Tactic and Audience Evidence
Motivation and Goal Direction
Motivation · Goal Commitment · Self-Regulation · connect personally meaningful goals to sustained and adjustable actionDefine Motivation
The course material gives this chapter a concrete anchor: The session treats motivation as direction and persistence supported by goals, feedback and self-regulation.
- Motivation
- Goal Commitment
- Self-Regulation
- Applying Motivation
- Limits of Goal Commitment and Self-Regulation
Creative Problem Solving
Problem Framing · Idea Generation · Selection Criterion · separate problem framing, divergent generation and convergent evaluationDefine Problem Framing
The course material gives this chapter a concrete anchor: The session distinguishes the framing, generative and evaluative stages of creative problem solving.
- Problem Framing
- Idea Generation
- Selection Criterion
- Applying Problem Framing
- Limits of Idea Generation and Selection Criterion
Collaboration and Team Case Work
Collaboration · Task Interdependence · Team Coordination · design team work around interdependence, contribution and integrationDefine Collaboration
The course material gives this chapter a concrete anchor: The collaboration session precedes a team case requiring an integrated report and video presentation.
- Collaboration
- Task Interdependence
- Team Coordination
- Applying Collaboration
- Limits of Task Interdependence and Team Coordination
Conflict, Change and Career Growth
Conflict Management · Change Adaptability · Career Self-Management · integrate conflict, change and career evidence into a continuing development planDefine Conflict Management
The course material gives this chapter a concrete anchor: The final sessions connect conflict, change and personal career management to the critical reflection on competence development.
- Conflict Management
- Change Adaptability
- Career Self-Management
- Applying Conflict Management
- Limits of Change Adaptability and Career Self-Management
It is positioned as Graduate management subject.
The subject uses repeated self-assessment, feedback, team application and reflection so competence development is treated as an evidence cycle rather than a personality label.
Assessment in MGMT90140 is distributed as follows: Personal mission statement exercise 5%; competence assessment 20%; team business case report 30%; feedback-giving exercise 5%; critical reflection 40%.
The operational assessment conditions matter here.
Use the live LMS for each exercise, report, presentation and reflection brief and for any additional examination or operating condition; this guide does not infer an absence from the published task list.
What makes MGMT90140 demanding is concrete: Students must convert self-knowledge and feedback into feasible development experiments, then use later evidence to evaluate change without treating activity, intention or one observers view as proof of competence.
Hurdle status must be confirmed in the live LMS before relying on the aggregate mark.
For enrolment planning, Confirm current prerequisite and enrolment rules in the University of Melbourne Handbook or live enrolment system.
The sequence opens at Self-Awareness and Competence Evidence, develops its central analytical shift in Persuasion and Influence, and closes with Conflict, Change and Career Growth.
Worked example · free
Integrated practice: resolve the changed evidence
- 3Fix the case-specific meaning and evidential scale of Collaboration.
- 2Show the operation or inferential link carried by Task Interdependence.
- 2Use Team Coordination to test the strongest plausible alternative.
- 2Report the answer within this limit: Dividing a report into isolated sections is not collaboration when evidence and recommendations are never integrated.
Key terms
- Self-Awareness
- Accurate attention to ones motives, behaviour, impact, strengths and limitations within a particular context.
- Competence
- A demonstrable capacity to perform a meaningful activity effectively under relevant conditions.
- Multi-Source Feedback
- Information about behaviour or capability gathered from the focal person and other observers with different perspectives.
- Development Goal
- A chosen and bounded capability outcome that directs effort and defines what improvement would look like.
- Deliberate Practice
- Repeated, effortful practice targeted at a specific weakness with timely information about performance.
- Feedback Loop
- A cycle in which action produces evidence, evidence changes understanding and the next action is adjusted.
- Professional Relationship
- A work-related connection sustained through trust, communication, mutual knowledge and dependable interaction.
- Network Tie
- A connection between actors through which information, support, opportunity or influence may travel.
- Reciprocity
- A pattern of mutual exchange in which support or value is returned across a relationship over time.
- Power
- The capacity to influence another actors choices, access, behaviour or outcomes.
- Dependence
- A condition in which an actor needs resources, approval or cooperation controlled by another actor.
- Organisational Politics
- Informal activity through which people pursue interests and influence decisions under ambiguity or competing priorities.
MGMT90140 FAQ
Where is the hardest reasoning in Management Competencies?
Students must convert self-knowledge and feedback into feasible development experiments, then use later evidence to evaluate change without treating activity, intention or one observers view as proof of competence.
How does assessment work in Management Competencies?
Personal mission statement exercise 5%; competence assessment 20%; team business case report 30%; feedback-giving exercise 5%; critical reflection 40%. Use the live LMS for each exercise, report, presentation and reflection brief and for any additional examination or operating condition; this guide does not infer an absence from the published task list.
What form does the final assessed task take in Management Competencies?
Use the live LMS for each exercise, report, presentation and reflection brief and for any additional examination or operating condition; this guide does not infer an absence from the published task list.
Which pass conditions apply in Management Competencies?
Hurdle status must be confirmed in the live LMS before relying on the aggregate mark. Personal mission statement exercise 5%; competence assessment 20%; team business case report 30%; feedback-giving exercise 5%; critical reflection 40%.
Which teaching period does this Management Competencies resource cover?
It is aligned to Semester 2, 2026; confirm your enrolled class and timetable in the current institutional system. MGMT90140 Management Competencies develops self-awareness, relationships, influence, communication, motivation, creativity, collaboration, conflict and career growth.
Who controls the official rules for Management Competencies?
The university does. This is an independent MGMT90140 study resource; current institutional instructions remain authoritative for assessment operation. MGMT90140 Management Competencies develops self-awareness, relationships, influence, communication, motivation, creativity, collaboration, conflict and career growth.
Questions students ask in each MGMT90140 chapter
- Which common basis lets a student compare self-perception with observer evidence to select a development focus?
- Compare self-perception with observer evidence to select a development focus. The opening session links self-awareness methods to competence evidence and the later individual assessment. Accurate attention to ones motives, behaviour, impact, strengths and limitations within a particular context. Chapter 01 · Self-Awareness and Competence Evidence
- What must survive the move required to turn a broad intention into a feasible practice and review cycle?
- Turn a broad intention into a feasible practice and review cycle. The session treats self-improvement as a planned cycle of goal choice, practice, feedback and adjustment. Chapter 02 · Self-Improvement and Deliberate Development
- What belongs in the structure used to map relationship quality and network structure before choosing how to seek or offer support?
- Map relationship quality and network structure before choosing how to seek or offer support. The session distinguishes relationship quality from network position and asks how professionals build and maintain useful connections. Chapter 03 · Professional Relationships and Networks
- Where should the reasoning begin when students diagnose power through resources and dependence before judging political behaviour?
- Diagnose power through resources and dependence before judging political behaviour. The session connects power sources, dependence and political activity in organisational settings. The capacity to influence another actors choices, access, behaviour or outcomes. Chapter 04 · Power and Organisational Politics
- What has to line up before students can match message, channel and listening behaviour to a feedback purpose?
- Match message, channel and listening behaviour to a feedback purpose. The session develops communication competence and prepares students to give feedback that another team can use. Chapter 05 · Communication and Feedback
- Which constraints shape the work needed to design an influence attempt around the audiences evidence and decision conditions?
- Design an influence attempt around the audiences evidence and decision conditions. The session connects audience analysis, persuasive communication and influence tactics. Communication designed to change an audiences judgement, attitude or intended action through reasons and presentation. Chapter 06 · Persuasion and Influence
- Which links need evidence when students connect personally meaningful goals to sustained and adjustable action?
- Connect personally meaningful goals to sustained and adjustable action. The session treats motivation as direction and persistence supported by goals, feedback and self-regulation. Processes that direct, energise and sustain behaviour toward or away from an outcome. Chapter 07 · Motivation and Goal Direction
- Why is it important to separate problem framing, divergent generation and convergent evaluation?
- Separate problem framing, divergent generation and convergent evaluation. The session distinguishes the framing, generative and evaluative stages of creative problem solving. The way a challenge is defined, bounded and represented before solutions are evaluated. Chapter 08 · Creative Problem Solving
- Which constraints shape the work needed to design team work around interdependence, contribution and integration?
- Design team work around interdependence, contribution and integration. The collaboration session precedes a team case requiring an integrated report and video presentation. Joint work in which participants contribute information, effort and judgement toward a shared outcome. Chapter 09 · Collaboration and Team Case Work
- What must be brought together to integrate conflict, change and career evidence into a continuing development plan?
- Integrate conflict, change and career evidence into a continuing development plan. The final sessions connect conflict, change and personal career management to the critical reflection on competence development. Chapter 10 · Conflict, Change and Career Growth
How to prepare for the assessments
Run small development experiments, capture behaviour and feedback, compare the result with the intended competence, and use the critical reflection to revise the next action.
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